Learning to Teach in the Beginning Years: Contradiction Analysis of a Secondary English Teacher in China

Abstract

The beginning years are generally considered the most difficult in a teacher’s career. The study of how novice teachers learn to teach is of great importance for teacher education. This narrative study follows one female secondary English teacher in an urban city of China for two years. Her process of learning and development is captured from data that included interviews, classroom observations, reflective journals and personal correspondences. Contradiction analysis within the framework of Engestrom’s expansive learning theory is used to analyze the learning process and development of this novice teacher. The analysis reveals how this teacher develops teaching practice by dealing with conflicts and contradictions. This study shows the role of personal history, induction, mentoring and school culture in the professional learning and growth of the novice teacher. Implications for teacher education are also discussed.